Page: 26-44 Author: Krykorková, H., Chvál, М. Key words:
The analysis of extra-cognitive elements represents a part of the planned development of learning activities. We are starting with the assumption that the personality of an individual, his characteristics, potential, motives, interests and characteristics of processes arc variables which enter task situations as determinants of activities and can, depending on the their force, significantly affect the process and its outcome itself, positively or negatively. In this area we have enquired into the relation of motivation to learning activity in the situation of training metacognitive strategies. The research study presented is based on the theoretical-methodological study „Development of Metacognition - a Path towards More Valuable Knowledge“ (Krykorková; Chvál 2001), it continues in the study and is the first and partial response to questions which were posed in that article. The research has pointed attention at the relation to learning and knowledge in both school and extra-school conditions and has opened the question of the so-called wider motivation which, as an agent of personality development, represents a necessary condition of sensible learning and knowledge. In this context, the factor of cognitive interest vs. disinterest was described as one of the main factors of this relation. The purpose of our research is not only to provide conclusions based on partial quantitative and qualitative analyses but to open - by means of those conclusions - themes which appear sui generis and which should be treated as such.